This　longitudinal　study　was　initiated　to　assess　the　predictors　of　peer-　and　teacher-identified　Chinese　adolescent　leaders.　Participants　were　764　8th　grade　(14.42　years,　348　girls)　and　783　11th　grade　(17.67　years,　427　girls)　students　that　completed　two　waves　of　data　collection　separated　by　1　year.　Prosocial　behavior,　aggression,　and　the　interaction　between　aggression　and　effortful　control　concurrently　and　longitudinally　predicted　peer-　and　teacher-identified　leadership.　A　person-centered　analysis　revealed　that　56.8%　of　the　peer-identified　and　37.6%　of　the　teacher-identified　leaders　exhibited　both　prosocial　and　aggressive　behavior.　Consistent　with　Confucian　ideas,　prosocial　behavior　was　strongly　associated　with　leadership　in　both　the　variable-　and　person-centered　analyses.　These　results　suggest　that　the　bistrategic　model　in　conjunction　with　effortful　control　may　be　useful　for　understanding　youth　leadership　contextualized　within　cultural　norms.